The learning agreement aims to ensure transparent and effective preparation of exchanges to ensure that the student is recognized for successful activities abroad. When a student becomes part of an apprenticeship contract, he or she is more involved in his or her own training; this means that the learning process becomes more self-controlled. The responsibility entrusted to the student by participating in the attribution process and deciding on his own training often increases their internal motivation. The contract gives the student other goals than working only for grades; it allows the student to gain the satisfaction of achieving his goals. Many students respond well to this technique because they appreciate their teacher`s efforts to identify and meet their individual needs. Benefits can be beneficial to all those involved in the learning contract process: the student benefits from the work at an appropriate level, the teacher benefits from the fact that he sees the students making efforts and developing, and the teaching time is not used by regular distractions. In addition, this process can also give the student some life skills; They can learn, for example, how important it is to set goals and strive to achieve them. An apprenticeship contract usually contains a written note of: the apprenticeship agreement should include all the learning gains that the student must acquire during the exchange. After determining the objectives of the apprenticeship contract, the following steps can be taken: an apprenticeship contract is an agreement negotiated between a learner and a supervisor to ensure that certain activities are carried out in order to achieve an identified learning objective and specific evidence is provided to prove that the objective has been achieved. This variant clarifies the purpose (goals and learning experiences) and roles (tutor, learner, peer, etc.). In addition, it allows parties to gain a sense of ownership of the entire process, which in itself is a strong motivation to participate in future collaborative activities. It also paves the way for the development of a number of key skills that are transferable; such as communication, personal efficiency, thinking practice, etc.
An essential element of apprenticeship contracts is that they focus on the student`s shortcomings and what he or she needs/wants to learn. -Fill the « KWL » diagram to determine what needs to be learned In this process, the learner must explicitly define (and accept) his or her learning intentions. And be able to justify their own plans by « x » [x being the curriculum or agreed learning achievements]. Apprenticeship contracts have gained popularity as a result of the shift in the trend from tutor evaluation methods to more student-centred approaches. It also reflects the step towards more self-reliant learning. Knight (2002b) describes how there are many alternative conditions for apprenticeship contracts, including « apprenticeship agreements » and « negotiable apprenticeship agreements. » There may be many reasons why teachers enter into apprenticeship contracts with their students, but the end goal always involves improvement in some aspects of a student`s performance in school. In some cases, apprenticeship contracts are entered into to improve a student`s behaviour in the classroom, whether the student is deliberately disturbed or slightly distracted by others. In other cases, apprenticeship contracts are concluded when a teacher acknowledges that a student is not fulfilling his or her academic potential. But whatever the reason for the apprenticeship contract, one characteristic is common in all cases: the student cannot be excluded from the process of negotiating and establishing the contract.